module 3 integrated_instruction_ttu
TRANSCRIPT
Integrated
Interdisciplinary
Thematic
Synergistic
Problem-based
Project-based
Related Terms
An integrated study
is one in which
children broadly
explore knowledge
in various subjects
related to certain
aspects of their
environment.
(Humphreys, 1981)
Integrated Curriculum – What Degree?
Single activity
Lesson
Unit
Multi-unit project
Spiral curriculum*
(Bruner, 1960)
Question When you encounter a
problem, do you think, “Oh. This is a science problem; I will draw from my science knowledge bank”?
…or do you think, “This problem needs solving. What do I know that can help me here.
The Big Problem We tend to keep thinks “stored” in the brain in the
context in which they were learned (used).
It is very difficult to achieve transfer.
The value of school knowledge is marginalized unless students can actually apply that knowledge in new contexts to solve authentic problems.
•Core skills and processes. These include
basic skills, such as reading and mathematics,
as well as social skills and problem solving.
•Curriculum strands and themes. These are
the organizing principles around which the
curriculum is built. They are broad and
integrate
content from multiple areas.
Essential Components
(Shoemaker, 1991)
Education that is
organized in such a way
that it cuts across
subject-matter lines,
bringing together
various aspects of the
curriculum into
meaningful association
to focus upon broad
areas of study.
• A combination of subjects
• An emphasis on projects
• Sources that go beyond textbooks
• Relationships among concepts
• Thematic units as organizing principles
• Flexible schedules
• Flexible student groupings
Key Consensus
Components
Advantages and Disadvantages Authentic
Engaging
Natural
Challenging
Teaches HOTS
Supports Self-Directed Learning
Provides consistency of expectations across disciplines
FUN!
Takes more planning time
Requires cooperation and teaming
Sometimes the theme/project becomes the focus rather than the objectives
Sometimes content/skills are below benchmark levels
•Major themes.
Each curriculum
strand is further
divided into major
themes, e.g.,
Environments or
Diversity.
•Questions.
Questions are used to
further define major
themes and focus
activities.
1. Conduct action research to learn about
current resources and best practices.
2. Develop a proposal for integration.
3. Implement and monitor the pilot program,
with continual assessment of students
and the program.
4. Adopt a program and continue to assess.
4 Steps to Success
(Jacobs, 1989)
1. Integrated curriculum helps students apply
skills.
2. An integrated knowledge base leads to faster
retrieval of information.
3. Multiple perspectives lead to a more integrated
knowledge base.
4. Integrated curriculum encourages depth and
breadth in learning.
5. Integrated curriculum promotes positive
attitudes in students.
6. Integrated curriculum provides for more quality
time for curriculum exploration.
(Lipson, 1993)
•Curricular scope and sequence
•How evaluation will occur
•Parent and community support
•Themes that promote the transfer
of learning and connections
•Team planning time that is used to
exchange information about
content, students, special areas of
teacher expertise, and teaching
methods.
Be Sure You Consider…
Technology Help4teachers.org
Trackstar
Virtual Architecture
Webquests
Virtual Field Trips
References ALTEC (n.d.) Professional development resources. Available from the Internet
at http://4teachers.org/profdev/ ALTEC (n.d.) TrackStar. Available from the Internet at
http://trackstar.4teachers.org/trackstar/ Bruner, J. S. (1960) The process of education. Cambridge, MA: Harvard
University Press. Concept to Classroom (2004).Workshop: Interdisciplinary learning in your
classroom. Retrieved on January 10, 2010 from http://www.thirteen.org/edonline/concept2class/interdisciplinary/index.html
Connect for Teachers (2010). Integrated curriculum guide. Retrieved on January 10, 2010, from http://www.archeworks.org/projects/tcsp/ic_guide.html
Dodge, B. (2007). Webquests.Org. Availabe from the Internet at http://trackstar.4teachers.org/trackstar/
Jacobs, H.H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, Alexandria, Va.
George Lucas Education Foundation (2010). Eutopia: Project-based learning. Available from the Internet at http://www.edutopia.org/project-learning
Harris, J. (2005). Virtual architecture. Available from the Internet at http://trackstar.4teachers.org/trackstar/
Humphreys, A.; Post, T.; & Ellis, A.(1981). Interdisciplinary methods: A thematic approach. Santa Monica, CA: Goodyear Publishing Company.
Lake, K. (n.d.) Integrated curriculum. Retrieved on January 10, 2010, from http://www.smallschoolsproject.org/profdev/gates2/planning.pdf
Lipson, M.Y., Valencia, S.W., Wixson, K.K., & Peters, C.W.(1993). Integration and thematic teaching: Integration to improve teaching and learning. Language Arts, 70, 252-263.
Shoemaker, B.J.E. (1991). Education 2000 integrated curriculum. Phi Delta Kappan, 72, 793-797.
Shoemaker, B.J.E. (1993). Two sides of the same coin. Educational Leadership, 50(8), 55-57.
University of Delaware. (2008). Problem-based learning. Available from the Internet at http://www.udel.edu/pbl/
Utah Education Network (n.d.) Virtual field trips. Available from the Internet at http://www.uen.org/utahlink/tours/
Windslow University (n.d.). Integrated curriculum. Retrieved on January 10, 2010, from http://coe.winthrop.edu/blackburnb/EDCI%20630/interdisciplinary%20instruction.ppt.